Pub Date : 2023-03-31DOI: 10.1080/25783858.2023.2196029
Francis Bangou, E. Vasilopoulos
ABSTRACT Research shows that in-service teachers often struggle to incorporate learned knowledge from their teacher education programs into the irregularities and complexities of their classrooms in part because of neoliberal values and practices that promote regularity and quantifiable outcomes. This is one of the reasons why, in recent years, a number of scholars have called for an ontological turn in teacher education that takes into consideration the intricacies and non-linearity of becoming a teacher. In the same spirit, this article draws on new materialist scholarship and the associated Deleuzo-Guattarian concepts of becoming, assemblage, affect, and learning (Deleuze & Guattari, 1987, 1994) to detail how two teacher trainees’ professional knowledge and selves were constantly re-shaped within tangles of relations between human, material, and expressive elements associated with an online teacher education course in technology-enhanced language education with an optional community service learning component. Data consisted of the course assignments, student interviews, and online blogs. Through traditional analytical methods such as coding as well as relational practices such as rhizoanalysis, new knowledge and understandings were produced regarding the role played by matter in the relational production of teacher education. As such, this article shows how re-theorizing the function, and impact of human, expressive, and material elements in teacher education can open new avenues of potential transformation for teacher trainees away from neoliberal thinking and practices.
{"title":"Becoming a technology-capable language teacher: a new materialist perspective","authors":"Francis Bangou, E. Vasilopoulos","doi":"10.1080/25783858.2023.2196029","DOIUrl":"https://doi.org/10.1080/25783858.2023.2196029","url":null,"abstract":"ABSTRACT Research shows that in-service teachers often struggle to incorporate learned knowledge from their teacher education programs into the irregularities and complexities of their classrooms in part because of neoliberal values and practices that promote regularity and quantifiable outcomes. This is one of the reasons why, in recent years, a number of scholars have called for an ontological turn in teacher education that takes into consideration the intricacies and non-linearity of becoming a teacher. In the same spirit, this article draws on new materialist scholarship and the associated Deleuzo-Guattarian concepts of becoming, assemblage, affect, and learning (Deleuze & Guattari, 1987, 1994) to detail how two teacher trainees’ professional knowledge and selves were constantly re-shaped within tangles of relations between human, material, and expressive elements associated with an online teacher education course in technology-enhanced language education with an optional community service learning component. Data consisted of the course assignments, student interviews, and online blogs. Through traditional analytical methods such as coding as well as relational practices such as rhizoanalysis, new knowledge and understandings were produced regarding the role played by matter in the relational production of teacher education. As such, this article shows how re-theorizing the function, and impact of human, expressive, and material elements in teacher education can open new avenues of potential transformation for teacher trainees away from neoliberal thinking and practices.","PeriodicalId":35184,"journal":{"name":"Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45775785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-20DOI: 10.1080/09503153.2023.2181948
Aphiwe Adesope
Critical thinking is a fundamental social work skill and one of the most essen-tial requirements for good social work practice. Like any other skill, critical thinking requires practice and varies
{"title":"Applying Critical Thinking and Analysis in Social Work, Dr Michaela Rogers and Dr Dan Allen (eds.), London: Sage Publications, 2019, 195 pp., £20.28, ISBN: 978-1-5264-3658-0","authors":"Aphiwe Adesope","doi":"10.1080/09503153.2023.2181948","DOIUrl":"https://doi.org/10.1080/09503153.2023.2181948","url":null,"abstract":"Critical thinking is a fundamental social work skill and one of the most essen-tial requirements for good social work practice. Like any other skill, critical thinking requires practice and varies","PeriodicalId":35184,"journal":{"name":"Practice","volume":"35 1","pages":"273 - 275"},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43212904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-20DOI: 10.1080/09503153.2023.2189154
Lia Araújo, Sofia Fontoura, Xosé-Manuel Cid-Fernández, L. Sousa
Using photovoice methodology, this study aimed to capture the perspectives of social workers from aged care services on how the pandemic impacted them at a professional level. This study comprised 12 social workers (aged 22–41 years; 11 females) who worked in aged care facilities during the first year of the COVID-19 pandemic. Based on photovoice methodology, as a participatory visual research method focused on individual and community assets and co-creation of knowledge, participants were asked to take photographs and then share the photos and associated narratives in a group session on the topic “Me as a professional: One year of pandemic”. From the thematic analysis, four themes emerged: personal and professional growth (increased resilience, with new perspectives on life), responding to the pandemic (implementation of immediate actions to prevent the virus propagation), teamwork (union among staff), and eyes on the future (with a sense of uncertainty, yet supported by the good lessons learned). The coronavirus disease (COVID-19) pandemic has had a significant impact on aged care facilities, with social workers becoming frontline professionals in a public health crisis. These professionals faced “forced growth” during the pandemic that has transformed them both professionally and personally.
{"title":"“We Will Never be The Same”: Photovoice Reports From Social Workers of Aged Care During COVID-19","authors":"Lia Araújo, Sofia Fontoura, Xosé-Manuel Cid-Fernández, L. Sousa","doi":"10.1080/09503153.2023.2189154","DOIUrl":"https://doi.org/10.1080/09503153.2023.2189154","url":null,"abstract":"Using photovoice methodology, this study aimed to capture the perspectives of social workers from aged care services on how the pandemic impacted them at a professional level. This study comprised 12 social workers (aged 22–41 years; 11 females) who worked in aged care facilities during the first year of the COVID-19 pandemic. Based on photovoice methodology, as a participatory visual research method focused on individual and community assets and co-creation of knowledge, participants were asked to take photographs and then share the photos and associated narratives in a group session on the topic “Me as a professional: One year of pandemic”. From the thematic analysis, four themes emerged: personal and professional growth (increased resilience, with new perspectives on life), responding to the pandemic (implementation of immediate actions to prevent the virus propagation), teamwork (union among staff), and eyes on the future (with a sense of uncertainty, yet supported by the good lessons learned). The coronavirus disease (COVID-19) pandemic has had a significant impact on aged care facilities, with social workers becoming frontline professionals in a public health crisis. These professionals faced “forced growth” during the pandemic that has transformed them both professionally and personally.","PeriodicalId":35184,"journal":{"name":"Practice","volume":"35 1","pages":"309 - 316"},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44504837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-20DOI: 10.1080/09503153.2023.2189155
Polly Cowan
This personal account of the fostering to adoption process offers thoughts and reflections on the process of fostering to adopt from the perspective of prospective adoptive parents. The book chronicles the journey of the author and her husband in the form of diary entries. These diary entries are interspersed with reflections from the author, which are used as a tool to introduce accounts from some other families who have also been approved to foster to adopt. The author sought permission to share accounts from 16 self-selected families who she met via an Instagram community. The book aims to offer insights to those considering fostering to adopt and their support networks, through plugging a gap that the author herself noted, ‘ this is the book we wanted to read: a book with real life accounts of the process ’ p.14. Each chapter begins with a brief but helpful overview of the chapter, there are several helpful signposts to further references or data for readers seeking more information, particularly relating to the characteristics of the children for whom adoption is the care plan. An introductory chapter highlights the basic legal routes for fostering to adoption in England and Wales and offers a brief background to the policies that have shaped adoption practice over the last decade, particularly the need to prioritise stability for children in their early years. Although the policy focus described is child focussed is its approach, this book seeks to explain the impact of fostering to adopt on the prospective adopters involved and takes a more adult focussed approach. The author explicitly anonymises profiles and stories to protect the identities of the children involved, making clear in the same vein that her son ’ s story is his to share should he wish.
{"title":"Fostering for Adoption: Our Story and Stories of Others,","authors":"Polly Cowan","doi":"10.1080/09503153.2023.2189155","DOIUrl":"https://doi.org/10.1080/09503153.2023.2189155","url":null,"abstract":"This personal account of the fostering to adoption process offers thoughts and reflections on the process of fostering to adopt from the perspective of prospective adoptive parents. The book chronicles the journey of the author and her husband in the form of diary entries. These diary entries are interspersed with reflections from the author, which are used as a tool to introduce accounts from some other families who have also been approved to foster to adopt. The author sought permission to share accounts from 16 self-selected families who she met via an Instagram community. The book aims to offer insights to those considering fostering to adopt and their support networks, through plugging a gap that the author herself noted, ‘ this is the book we wanted to read: a book with real life accounts of the process ’ p.14. Each chapter begins with a brief but helpful overview of the chapter, there are several helpful signposts to further references or data for readers seeking more information, particularly relating to the characteristics of the children for whom adoption is the care plan. An introductory chapter highlights the basic legal routes for fostering to adoption in England and Wales and offers a brief background to the policies that have shaped adoption practice over the last decade, particularly the need to prioritise stability for children in their early years. Although the policy focus described is child focussed is its approach, this book seeks to explain the impact of fostering to adopt on the prospective adopters involved and takes a more adult focussed approach. The author explicitly anonymises profiles and stories to protect the identities of the children involved, making clear in the same vein that her son ’ s story is his to share should he wish.","PeriodicalId":35184,"journal":{"name":"Practice","volume":"35 1","pages":"271 - 273"},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46192095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.1080/09503153.2023.2183606
R. Sen
This second issue of Practice in 2023 contains six papers. The first three explore different aspects of the care system in Zimbabwe, in Wales and England, and in England alone. In our first paper, Getrude Dadirai Gwenzi reports on a study of 15 care leavers ’ experiences of transitional housing in Zimbabwe using the framework of social sustainability. As Gwenzi notes, there is emergent evidence of poor experiences and outcomes for care leavers in the global south, analo-gous to those for care leavers in the global north. The provision of transitional housing is one response to that in Zimbabwe. In the current study, care leavers noted greater continuity of care, relationships and a more gradual transition as positives of the transitional housing support provided to them. However, they also had concerns that the housing support was temporary and reported that their basic needs were not always met within it. Recommendations for policy and practice are made in conclusion.
{"title":"Exploring Aspects of Care Systems in Different Contexts and Reflecting on Practice in Child Protection Social Work, and in Social Work Education","authors":"R. Sen","doi":"10.1080/09503153.2023.2183606","DOIUrl":"https://doi.org/10.1080/09503153.2023.2183606","url":null,"abstract":"This second issue of Practice in 2023 contains six papers. The first three explore different aspects of the care system in Zimbabwe, in Wales and England, and in England alone. In our first paper, Getrude Dadirai Gwenzi reports on a study of 15 care leavers ’ experiences of transitional housing in Zimbabwe using the framework of social sustainability. As Gwenzi notes, there is emergent evidence of poor experiences and outcomes for care leavers in the global south, analo-gous to those for care leavers in the global north. The provision of transitional housing is one response to that in Zimbabwe. In the current study, care leavers noted greater continuity of care, relationships and a more gradual transition as positives of the transitional housing support provided to them. However, they also had concerns that the housing support was temporary and reported that their basic needs were not always met within it. Recommendations for policy and practice are made in conclusion.","PeriodicalId":35184,"journal":{"name":"Practice","volume":"35 1","pages":"99 - 101"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47240449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.1080/09503153.2022.2083100
Getrude Dadirai Gwenzi
Care leaver transitions from care have attracted a great deal of scholarly attention in the Global North. More recently, scholars from the Global South have begun documenting care leavers’ experiences, and the evidence suggests their outcomes are largely negative. In Zimbabwe, institutionalisation is still a common form of child welfare for young people without family care, yet a handful of studies exist on the institutional care experiences. This paper presents findings from a study on care leavers’ (n = 15) experiences of transitional housing at three institutions in Zimbabwe. Using the social sustainability conceptual framework, the study found that transitional housing offers continuity of care, relationships, and a smoother, gradual transition from care to independence. However, care leavers feared that transitional housing was temporary and their basic needs were not always met. The study makes recommendations for aftercare policy and transitional services provision for care leavers in Zimbabwe.
{"title":"Provision of Transitional Housing: A Socially Sustainable Solution for Care Leavers in Zimbabwe","authors":"Getrude Dadirai Gwenzi","doi":"10.1080/09503153.2022.2083100","DOIUrl":"https://doi.org/10.1080/09503153.2022.2083100","url":null,"abstract":"Care leaver transitions from care have attracted a great deal of scholarly attention in the Global North. More recently, scholars from the Global South have begun documenting care leavers’ experiences, and the evidence suggests their outcomes are largely negative. In Zimbabwe, institutionalisation is still a common form of child welfare for young people without family care, yet a handful of studies exist on the institutional care experiences. This paper presents findings from a study on care leavers’ (n = 15) experiences of transitional housing at three institutions in Zimbabwe. Using the social sustainability conceptual framework, the study found that transitional housing offers continuity of care, relationships, and a smoother, gradual transition from care to independence. However, care leavers feared that transitional housing was temporary and their basic needs were not always met. The study makes recommendations for aftercare policy and transitional services provision for care leavers in Zimbabwe.","PeriodicalId":35184,"journal":{"name":"Practice","volume":"35 1","pages":"103 - 120"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48628127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-05DOI: 10.1080/25783858.2023.2184715
Denisse M. Hinojosa
ABSTRACT Coaching supports have been used in the past few decades with practicing teachers in professional development programs seeking to improve teachers’ and novice teachers’ practice. Prospective teachers experience the complexity of teaching when they start their field experiences. In some cases, prospective teachers struggle to enact what they learned in university coursework in real classroom settings. In an effort to bridge this gap, this paper provides an innovative approach to onsite coaching in the form of modelling, along with dialogic feedback to support prospective teachers’ development of their teaching practice in their field experiences. Onsite coaching supports as described in this study, have implications on teacher learning to promote prospective teachers’ enactment and appropriation of instructional strategies from university course work in field experiences. Findings suggest that field supervisors use this onsite coaching model to support prospective teachers in developing their teaching practices in the context of practice by taking a clinical stance. This paper unpacks the appropriation cycle and provides coaching moves (e.g., types of feedback in lesson plans, planning sessions, debriefing sessions, and onsite coaching moves) by sharing representative stories of prospective teachers facilitating literacy and mathematics in general education classrooms, and by differentiating instruction for emergent bilinguals.
{"title":"Onsite coaching: supporting prospective teachers to enact and appropriate instructional strategies in their field placements","authors":"Denisse M. Hinojosa","doi":"10.1080/25783858.2023.2184715","DOIUrl":"https://doi.org/10.1080/25783858.2023.2184715","url":null,"abstract":"ABSTRACT Coaching supports have been used in the past few decades with practicing teachers in professional development programs seeking to improve teachers’ and novice teachers’ practice. Prospective teachers experience the complexity of teaching when they start their field experiences. In some cases, prospective teachers struggle to enact what they learned in university coursework in real classroom settings. In an effort to bridge this gap, this paper provides an innovative approach to onsite coaching in the form of modelling, along with dialogic feedback to support prospective teachers’ development of their teaching practice in their field experiences. Onsite coaching supports as described in this study, have implications on teacher learning to promote prospective teachers’ enactment and appropriation of instructional strategies from university course work in field experiences. Findings suggest that field supervisors use this onsite coaching model to support prospective teachers in developing their teaching practices in the context of practice by taking a clinical stance. This paper unpacks the appropriation cycle and provides coaching moves (e.g., types of feedback in lesson plans, planning sessions, debriefing sessions, and onsite coaching moves) by sharing representative stories of prospective teachers facilitating literacy and mathematics in general education classrooms, and by differentiating instruction for emergent bilinguals.","PeriodicalId":35184,"journal":{"name":"Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43670938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-02DOI: 10.1080/09503153.2023.2181950
A. Bloomfield
This book is a collection of nineteen short stories of people ’ s experiences during the 2020 Covid crisis in the UK. The chapters capture different themes, thoughtfully written to vividly represent individual lived experiences. It documents ordinary people ’ s history during the Covid-19 crisis
{"title":"Social Distance in Social Work - Covid Capsule One, Dominic Watters (ed.), Independently Published (9 Jun. 2021), by Social Distance Writers, Kent, 95 pp., £9.99, ISBN-13: 979-8517317438","authors":"A. Bloomfield","doi":"10.1080/09503153.2023.2181950","DOIUrl":"https://doi.org/10.1080/09503153.2023.2181950","url":null,"abstract":"This book is a collection of nineteen short stories of people ’ s experiences during the 2020 Covid crisis in the UK. The chapters capture different themes, thoughtfully written to vividly represent individual lived experiences. It documents ordinary people ’ s history during the Covid-19 crisis","PeriodicalId":35184,"journal":{"name":"Practice","volume":"35 1","pages":"353 - 355"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46458909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1080/09503153.2023.2181949
Rathigga Pushparajah
,
,
{"title":"Film review Foster Boy. 2020. [film], Directed by Y. Delara, S. O'Neal and J. Deratany, United States: Gravitas Ventures (109 m Minutes), Available on Amazon Prime and Now TV","authors":"Rathigga Pushparajah","doi":"10.1080/09503153.2023.2181949","DOIUrl":"https://doi.org/10.1080/09503153.2023.2181949","url":null,"abstract":",","PeriodicalId":35184,"journal":{"name":"Practice","volume":"35 1","pages":"356 - 358"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49182573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-20DOI: 10.1080/25783858.2023.2177189
Amanda French, L. Lambert, Minh Nguyễn Thị Hồng, Trần Thị Ngọc Yến
{"title":"The role of policy reform in developing teacher educator professional competencies and identities in Vietnam: implications, tensions and possibilities","authors":"Amanda French, L. Lambert, Minh Nguyễn Thị Hồng, Trần Thị Ngọc Yến","doi":"10.1080/25783858.2023.2177189","DOIUrl":"https://doi.org/10.1080/25783858.2023.2177189","url":null,"abstract":"","PeriodicalId":35184,"journal":{"name":"Practice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49326024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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